The students will understand that developing a concise and well supported written voice is crucial to a strong paper.
The students will know how to establish a factually sound and clearly focused persuasive essay.
The students will be able to express their voice in a concise and supported manner.
Product: Garage Band
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment Common Core State Standards Content Area: English Grade level: 11 & 12 Domain: Writing Cluster: Production and Distribution of Writing Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Rationale: By investigating various texts and participating in activities students will understand that a clear and concise voice is key to writing strong, focused persuasive essays.
Assessments Formative (Assessment for Learning): Section I – checking for understanding during instruction Writing a One Sentence Summary for each topic investigated during the activity will challenge the students to think concisely. Section II – timely feedback for products (self, peer, teacher)
The students will critique each others sentence, providing feedback on their interpretation of the One Sentence Summary.
The teacher will assess the summaries as well as the critiques and provide feedback. By doing so, the teacher will develop a better understanding of the unit's success.
Summative (Assessment of Learning):
Garage Band (10 points): After exploring the effects of writing concisely and supportively students will have learned the necessary tools to understand and implement words usefully. To further explore this, students will choose a poem and investigate its meaning, and record themselves, using Garage Band, reciting it and using meaningful vocal fluctuations, pauses, and other spoken devices, to get the poems point across. After which, students will write a justification for their performance as well as their poem analysis.
Integration Technology: Using Garage Band the students will be able to record themselves easily and with access to many sound effects that are easily implemented. Content Areas: Math- Knowing how to express equations accurately and concisely is essential in mathematics.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction Jigsaw will be used to develop the students' abilities to learn and present the most significant information in a concise manner; a Cluster/Word Web 2 will help the students organize their topics and its essential parts. Section II – Groups and Roles for Product The product is an individual effort, though the students may consult one another if they so desire.
Differentiated Instruction MI Strategies Verbal: When presenting the hook students will be given the chance to stand and speak to the class. Also, the product is an audiobook on reciting a written poem. Logic: The students will be given complete instructions and examples for all methods and revisions. Visual: Before accomplishing the final product students will use various colors to mark-up and highlight parts of the poem in colors representing the emotions (i.e. red is anger, blue is sadness, etc.), therefore when it is time to recite, they have interpreted the poem’s emotions. Additionally, videos on stage performances will be watched to give the students an idea of what will be assessed in the product. Musical: The audiobook will be judged on several things including vocal fluctuations and representations of the text. Intrapersonal: The students will have the time to sit an analyze/interpret the poem for themselves before creating the final product. Interpersonal: The hook involves working in groups and socializing.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: Students, whom are absent over the course of the lesson, will be provided with a folder which contains all of the worksheets that the other students have already completed. The absent student will be responsible for getting the folder from me and for arranging times either after school or during my office hours to go over the lesson. Additionally, all notes will be provided on the class wiki. The student will then have one week to get any missing work back to me for full credit, if this deadline is not doable then the student is responsible for contacting me ahead of time; the student should be prepared to offer suggestions for when and how they will complete the work.
Extensions Type II technology: The students will be assisted by Garage Band and it will provide them easy access to effects and recordings. By creating this artistic recording it will give the students an idea of how to present themselves clearly. Gifted Students:All students will be met with individually. When discussing each student's selected poem, consider their level of mastery on poem interpretation and discuss with them ways to look further into their topic (this will be achieved by playing devil's advocate); cater the depth of your insight and suggestions to the needs of the student. By doing this the students will come up with their own interpretation of the poems.
Materials, Resources and Technology Laptop Markers Cluster/Word Web 2 Graphic Organizer "Top 5 Tips to Cut the Clutter" Annabel Lee by Edgar Allen Poe
PART II: Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan)
Room Arrangement: Groups of five Day One: Being Introduction to Being Clear and Concise (80 minutes)
Hook: The students will watch Sarah Kay’s “Hand Me Downs” (http://www.youtube.com/watch?v=_BQlW5Njous) and they will notice how she uses her voice to emphasize or deemphasize (5 minutes).
Class Activity: Students will be given a notecard, half the class will be one color, the rest a different color, students will then team up with somebody with the opposite color and talk about themselves. Afterward, students will summarize for the class what they learned without using adjectives and in fewer than twenty words, vocal fluctuations should replaces any adjectives (20 minutes).
Instructional Period: Handout and discuss “Top 5 Tips To Cut the Clutter”. Assign one of the five tips to each group and give them 5 minutes to come up with an example of it. Tell the students to send one person up to write it on the board. The class will discuss it (20 minutes).
Second Class Activity: Hand out the poem “Annabel Lee” by Edgar Allen Poe, read through it as a class. Have the students use various colors to go through the poem and mark-up sections that they feel represent or affect certain emotions (students should develop a key for the color coding)(10 minutes). Finally, students should get into small groups and share their thoughts and understanding of the poem. At this point, the teacher should be moving from group to group furthering the discussion (30 minutes).
Introduce task: Find a poem that interests them and bring a hard copy to class (5 minutes).
Day Two: What is Being Concise? (80 minutes)
Class Activity: Students will get into groups of four (home teams), within the groups the students will count off. The teacher will assign each group a topic (the topics will be relevant to the lesson) to explore. The students will then move into groups with students that have the same number as them, known as (expert teams). In their expert groups, the students will investigate their topics and prepare a short presentation for their home teams. The students will have a copy of the Cluster/Word Web 2, it will help them organize important fact, information, and diagrams. Returning to their home teams, they present; as a class we will review the topics. Meanwhile, the teacher should be meeting with the students individually to discuss the poem they chose (55 minutes).
Assessment of Class Activity (Checking for Understanding): Writing a One Sentence Summary for each topic investigated during the activity will challenge the students think concisely (10 minutes).
Explain and Begin Product: Firstly, the students should go through and mark-up their poem with colors as they did for “Annabel Lee”. (5 minutes) Using Garage Band students will produce an audio recording of themselves reciting a poem in the manner which they feel best represents it. The students may use the remainder of the class to plan their project. Upon handing handing and presenting the project the students will hand in a reflection statement justifying their interpretation of the piece (15 minutes).
Students will understand that developing a concise and well supported written voice is crucial to a strong paper. Have you ever read something so boring or confusing that you finished and could not remember what you just read? Well, other people feel the same way including employers, college admissions representatives, and editors. Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. The hook is Sarah Kay's “Hand Me Downs” (http://www.youtube.com/watch?v=_BQlW5Njous) and the students will notice how she uses her voice to emphasize or deemphasize points. Where, Why, What, Hook Tailors: Visual, musical, verbal.
Students will know how to establish a factually sound and clearly focused persuasive essay. A Jigsaw activity will be used to develop the students' abilities to learn and present the most significant information in a concise manner; a Cluster/Word Web 2 will help the students organize the most important topic and it essential parts. Students will critique each others sentence, providing feedback on their interpretation of the One Sentence Summary. Equip, Explore, Rethink, Tailors: Interpersonal, logical
Using Garage Band students will produce a recording of themselves reciting a poem in the manner which they feel best represents it. Throughout the lesson the students have been exposed to various works and activities that exercise their abilities to express themselves clearly. By using various techniques applied throughout the lesson, students will select a poem and record themselves reciting it; each poem is going to be a unique representation of each student. Upon handing in the assignment, the students will also write a justification for their presentation and analysis. The students will have a rubric available to the that they will use to self-check their product. Explore, Experience, Revise, Refine, Tailors: Musical, verbal, intrapersonal
The students will have a rubric available to the that they will use to self-check their product; the teacher will use the same rubric to grade the products. Knowing how to express oneself clearly is crucial. The product from this lesson is going to allow the students to apply their understandings to works beyond the realm of persuasions, by doing so it will test each student's ability to adjust and apply to various mediums. Writing that is unintelligible or unclear is pointless; for this unit on persuasion to be effective the the students need to master this concept. Evaluate, Tailors: Logical, verbal, musical
Content Notes Students will know how to reduce the clutter in their writing, thus creating a clearer work.
1. Reduce Long Clauses When editing, try to reduce long clauses to shorter phrases: Wordy: The clown who was in the center ring was riding a tricycle. Revised: The clown in the center ring was riding a tricycle.
2. Reduce Phrases Likewise, try to reduce phrases to single words: Wordy: The clown at the end of the line tried to sweep up the spotlight. Revised: The last clown tried to sweep up the spotlight.
3. Avoid Empty Openers Avoid There is, There are, and There were as sentence openers when There adds nothing to the meaning of a sentence: Wordy: There is a prize in every box of Quacko cereal. Revised: A prize is in every box of Quacko cereal. Wordy: There are two security guards at the gate. Revised: Two security guards stand at the gate.
4. Don't Overwork Modifiers Do not overwork very, really, totally, and other modifiers that add little or nothing to the meaning of a sentence. Wordy: By the time she got home, Merdine was very tired. Revised: By the time she got home, Merdine was exhausted Wordy: She was also really hungry. Revised: She was also hungry [or famished].
5. Avoid Redundancies Replace redundant expressions (phrases that use more words than necessary to make a point) with precise words. Check out this list of common redundancies, and remember: needless words are those that add nothing (or nothing significant) to the meaning of our writing. They bore the reader and distract from our ideas. So cut them out! Wordy: At this point in time, we should edit our work. Revised: Now we should edit our work.
Vocabulary: Modifier: A word, phrase, or clause that functions as an adjective or adverb to alters the meaning of another word or word group. Clause: A group of words that contains a subject and a predicate. Phrase: A small group of related words within a sentence or clause.
Handouts "Annabel Lee" by Edgar Allen Poe Rubric Worksheet on writing concisely ("Cutting the Clutter") Cluster/Word Web 2
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Learning Styles Clipboard: All students will have detailed examples, instructions, and checklists/rubrics to guide their products and activities. Additionally, students will be taught and guided through the developmental processes that will lead up to the product. Microscope: The students will have the chance to investigate and interpret a poem of their choice; depending on the level of investigation implemented by the students there will be a distinct difference in the recitation of the work. Puppy: All students will be provided with a comfortable, open, and friendly environment. Furthermore, students will be encouraged to share and express through thought provoking activities and discussions. Beach Ball: There is a wide range of activities and work that each student will accomplish, both individually and in groups. Furthermore, the assignments are all very open-ended so the student may do with it what they desire. Rationale: In this lesson all learning styles have been taken into account; thus, in theory, a comfortable and stimulating environment will be produced. Additionally, students will have the opportunities to gain from all learning styles as they will see and experience them. Regardless of learning style, each and every students will be provided for in this lesson.
Standard 6 -Assessment.The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making. Formative:
By writing a One Sentence Summary for each topic investigated during the activity will challenge the students to think concisely.
Both individual and group projects will be incorporated.
Summative: Using Garage Band students will produce an audio recording of themselves reciting a poem in the manner which they feel best represents it. Students may use the remainder of the class to plan their project. Rationale: Using the above techniques will allow the teacher to review and assess student understanding in a practical way. Furthermore, it will prevent students from cracking under the pressure of "this is a test", rather they will be applying the information in a natural way.
Standard 7 - Planning Instruction.The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Content Knowledge: (See Content Notes) MLR or CCSS: CCSS Facet: Explain- First and foremost, writers need to know how to write clearly; for the sake of the persuasive essay, I wanted the students to implement this understanding by expressing their ideas clearly within their work. Rationale:In all works it is crucial that the author can express oneself clearly; failure to do so will result in an unintelligible and overall weak work. Standard 8 -Instructional Strategies.The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. MI Strategies Verbal: When presenting the hook students will be given the chance to stand and speak to the class. Also, the product is an audiobook on reciting a written poem. Logic: The students will be given complete instructions and examples for all methods and revisions. Visual: Before accomplishing the final product students will use various colors to mark-up and highlight parts of the poem in colors representing the emotions (i.e. red is anger, blue is sadness, etc.), therefore when it is time to recite, they have interpreted the poem’s emotions. Additionally, videos on stage performances will be watched to give the students an idea of what will be assessed in the product. Musical: The audiobook will be judged on several things including vocal fluctuations and representations of the text. Intrapersonal: The students will have the time to sit an analyze/interpret the poem for themselves before creating the final product. Interpersonal: The hook involves working in groups and socializing. Type II Technology: Students will be assisted by Garage Band as it will provide the easy access to effects and recordings. By creating this artistic recording it will give the students an idea of how to present themselves clearly. Using this technology will enable instant access to various effects. Rationale: This lesson includes various instructional methods to meet the needs of all the multiple intelligences, while incorporating the opportunity for technological growth.
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments Rationale: C- The overall goal of this lesson is for the students to develop a better understanding of how one can alter their writing to add/lessen emphasis. The point in doing the Garage Band recording is so that the students will present a poem in a way that makes sense to them; poetry is all about interpretation and justification.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching Rationale: A- As stated above, "The point in doing the Garage Band recording is so that the students will present a poem in a way that makes sense to them; poetry is all about interpretation and justification." By taking a poem and analyzing it the students will develop a clear interpretation of the work; their task it to present it in a way that best reflects their beliefs.
UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
Teacher’s Name: Mr. Michaud Lesson: 3 Facet: Explain
Grade Level: 11 & 12 Numbers of Days: 2
Topic: Expressing Oneself Clearly
PART I:
Objectives
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Common Core State Standards
Content Area: English
Grade level: 11 & 12
Domain: Writing
Cluster: Production and Distribution of Writing
Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Rationale: By investigating various texts and participating in activities students will understand that a clear and concise voice is key to writing strong, focused persuasive essays.
Assessments
Formative (Assessment for Learning):
Section I – checking for understanding during instruction
Writing a One Sentence Summary for each topic investigated during the activity will challenge the students to think concisely.
Section II – timely feedback for products (self, peer, teacher)
Summative (Assessment of Learning):
Integration
Technology: Using Garage Band the students will be able to record themselves easily and with access to many sound effects that are easily implemented.
Content Areas: Math- Knowing how to express equations accurately and concisely is essential in mathematics.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Jigsaw will be used to develop the students' abilities to learn and present the most significant information in a concise manner; a Cluster/Word Web 2 will help the students organize their topics and its essential parts.
Section II – Groups and Roles for Product
The product is an individual effort, though the students may consult one another if they so desire.
Differentiated Instruction
MI Strategies
Verbal: When presenting the hook students will be given the chance to stand and speak to the class. Also, the product is an audiobook on reciting a written poem.
Logic: The students will be given complete instructions and examples for all methods and revisions.
Visual: Before accomplishing the final product students will use various colors to mark-up and highlight parts of the poem in colors representing the emotions (i.e. red is anger, blue is sadness, etc.), therefore when it is time to recite, they have interpreted the poem’s emotions. Additionally, videos on stage performances will be watched to give the students an idea of what will be assessed in the product.
Musical: The audiobook will be judged on several things including vocal fluctuations and representations of the text.
Intrapersonal: The students will have the time to sit an analyze/interpret the poem for themselves before creating the final product.
Interpersonal: The hook involves working in groups and socializing.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: Students, whom are absent over the course of the lesson, will be provided with a folder which contains all of the worksheets that the other students have already completed. The absent student will be responsible for getting the folder from me and for arranging times either after school or during my office hours to go over the lesson. Additionally, all notes will be provided on the class wiki. The student will then have one week to get any missing work back to me for full credit, if this deadline is not doable then the student is responsible for contacting me ahead of time; the student should be prepared to offer suggestions for when and how they will complete the work.
Extensions
Type II technology: The students will be assisted by Garage Band and it will provide them easy access to effects and recordings. By creating this artistic recording it will give the students an idea of how to present themselves clearly.
Gifted Students: All students will be met with individually. When discussing each student's selected poem, consider their level of mastery on poem interpretation and discuss with them ways to look further into their topic (this will be achieved by playing devil's advocate); cater the depth of your insight and suggestions to the needs of the student. By doing this the students will come up with their own interpretation of the poems.
Materials, Resources and Technology
Laptop
Markers
Cluster/Word Web 2 Graphic Organizer
"Top 5 Tips to Cut the Clutter"
Annabel Lee by Edgar Allen Poe
Source for Lesson Plan and Research
http://olc.spsd.sk.ca/DE/PD/instr/strats/jigsaw/ Jigsaw activity will help students understand how to write clearly and concisely.
http://www.youtube.com/watch?v=_BQlW5Njous Sarah Kay "Hand Me Downs- Video will help students understand the idea of emphasizing or deemphasizing various aspects of works.
http://grammar.about.com/od/words/tp/clutter_tips.htm "Top 5 Tips To Cut the Clutter": These methods will give the students specific details to look for when editing or analyzing a work.
http://www.poemhunter.com/poem/annabel-lee/ Edgar Allen Poe "Annabel Lee"- Rich with imagery. Great for color coding emotions as a way to interpret the work.
http://www.eduplace.com/graphicorganizer/pdf/clusterweb2.pdf Cluster/Word Web 2: Organize topic and subtopics easily
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan)
Room Arrangement: Groups of five
Day One: Being Introduction to Being Clear and Concise (80 minutes)
Day Two: What is Being Concise? (80 minutes)
Students will understand that developing a concise and well supported written voice is crucial to a strong paper. Have you ever read something so boring or confusing that you finished and could not remember what you just read? Well, other people feel the same way including employers, college admissions representatives, and editors. Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. The hook is Sarah Kay's “Hand Me Downs” (http://www.youtube.com/watch?v=_BQlW5Njous) and the students will notice how she uses her voice to emphasize or deemphasize points.
Where, Why, What, Hook Tailors: Visual, musical, verbal.
Students will know how to establish a factually sound and clearly focused persuasive essay. A Jigsaw activity will be used to develop the students' abilities to learn and present the most significant information in a concise manner; a Cluster/Word Web 2 will help the students organize the most important topic and it essential parts. Students will critique each others sentence, providing feedback on their interpretation of the One Sentence Summary.
Equip, Explore, Rethink, Tailors: Interpersonal, logical
Using Garage Band students will produce a recording of themselves reciting a poem in the manner which they feel best represents it. Throughout the lesson the students have been exposed to various works and activities that exercise their abilities to express themselves clearly. By using various techniques applied throughout the lesson, students will select a poem and record themselves reciting it; each poem is going to be a unique representation of each student. Upon handing in the assignment, the students will also write a justification for their presentation and analysis. The students will have a rubric available to the that they will use to self-check their product.
Explore, Experience, Revise, Refine, Tailors: Musical, verbal, intrapersonal
The students will have a rubric available to the that they will use to self-check their product; the teacher will use the same rubric to grade the products. Knowing how to express oneself clearly is crucial. The product from this lesson is going to allow the students to apply their understandings to works beyond the realm of persuasions, by doing so it will test each student's ability to adjust and apply to various mediums. Writing that is unintelligible or unclear is pointless; for this unit on persuasion to be effective the the students need to master this concept.
Evaluate, Tailors: Logical, verbal, musical
Content Notes
Students will know how to reduce the clutter in their writing, thus creating a clearer work.
1. Reduce Long Clauses
When editing, try to reduce long clauses to shorter phrases:
Wordy: The clown who was in the center ring was riding a tricycle.
Revised: The clown in the center ring was riding a tricycle.
2. Reduce Phrases
Likewise, try to reduce phrases to single words:
Wordy: The clown at the end of the line tried to sweep up the spotlight.
Revised: The last clown tried to sweep up the spotlight.
3. Avoid Empty Openers
Avoid There is, There are, and There were as sentence openers when There adds nothing to the meaning of a sentence:
Wordy: There is a prize in every box of Quacko cereal.
Revised: A prize is in every box of Quacko cereal.
Wordy: There are two security guards at the gate.
Revised: Two security guards stand at the gate.
4. Don't Overwork Modifiers
Do not overwork very, really, totally, and other modifiers that add little or nothing to the meaning of a sentence.
Wordy: By the time she got home, Merdine was very tired.
Revised: By the time she got home, Merdine was exhausted
Wordy: She was also really hungry.
Revised: She was also hungry [or famished].
5. Avoid Redundancies
Replace redundant expressions (phrases that use more words than necessary to make a point) with precise words. Check out this list of common redundancies, and remember: needless words are those that add nothing (or nothing significant) to the meaning of our writing. They bore the reader and distract from our ideas. So cut them out!
Wordy: At this point in time, we should edit our work.
Revised: Now we should edit our work.
Vocabulary:
Modifier: A word, phrase, or clause that functions as an adjective or adverb to alters the meaning of another word or word group.
Clause: A group of words that contains a subject and a predicate.
Phrase: A small group of related words within a sentence or clause.
Source: http://grammar.about.com/od/words/tp/clutter_tips.htm
Handouts
"Annabel Lee" by Edgar Allen Poe
Rubric
Worksheet on writing concisely ("Cutting the Clutter")
Cluster/Word Web 2
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: All students will have detailed examples, instructions, and checklists/rubrics to guide their products and activities. Additionally, students will be taught and guided through the developmental processes that will lead up to the product.
Microscope: The students will have the chance to investigate and interpret a poem of their choice; depending on the level of investigation implemented by the students there will be a distinct difference in the recitation of the work.
Puppy: All students will be provided with a comfortable, open, and friendly environment. Furthermore, students will be encouraged to share and express through thought provoking activities and discussions.
Beach Ball: There is a wide range of activities and work that each student will accomplish, both individually and in groups. Furthermore, the assignments are all very open-ended so the student may do with it what they desire.
Rationale: In this lesson all learning styles have been taken into account; thus, in theory, a comfortable and stimulating environment will be produced. Additionally, students will have the opportunities to gain from all learning styles as they will see and experience them. Regardless of learning style, each and every students will be provided for in this lesson.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
- By writing a One Sentence Summary for each topic investigated during the activity will challenge the students to think concisely.
- Both individual and group projects will be incorporated.
Summative: Using Garage Band students will produce an audio recording of themselves reciting a poem in the manner which they feel best represents it. Students may use the remainder of the class to plan their project.Rationale: Using the above techniques will allow the teacher to review and assess student understanding in a practical way. Furthermore, it will prevent students from cracking under the pressure of "this is a test", rather they will be applying the information in a natural way.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: (See Content Notes)
MLR or CCSS: CCSS
Facet: Explain- First and foremost, writers need to know how to write clearly; for the sake of the persuasive essay, I wanted the students to implement this understanding by expressing their ideas clearly within their work.
Rationale: In all works it is crucial that the author can express oneself clearly; failure to do so will result in an unintelligible and overall weak work.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies
Verbal: When presenting the hook students will be given the chance to stand and speak to the class. Also, the product is an audiobook on reciting a written poem.
Logic: The students will be given complete instructions and examples for all methods and revisions.
Visual: Before accomplishing the final product students will use various colors to mark-up and highlight parts of the poem in colors representing the emotions (i.e. red is anger, blue is sadness, etc.), therefore when it is time to recite, they have interpreted the poem’s emotions. Additionally, videos on stage performances will be watched to give the students an idea of what will be assessed in the product.
Musical: The audiobook will be judged on several things including vocal fluctuations and representations of the text.
Intrapersonal: The students will have the time to sit an analyze/interpret the poem for themselves before creating the final product.
Interpersonal: The hook involves working in groups and socializing.
Type II Technology: Students will be assisted by Garage Band as it will provide the easy access to effects and recordings. By creating this artistic recording it will give the students an idea of how to present themselves clearly. Using this technology will enable instant access to various effects.
Rationale: This lesson includes various instructional methods to meet the needs of all the multiple intelligences, while incorporating the opportunity for technological growth.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: C- The overall goal of this lesson is for the students to develop a better understanding of how one can alter their writing to add/lessen emphasis. The point in doing the Garage Band recording is so that the students will present a poem in a way that makes sense to them; poetry is all about interpretation and justification.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: A- As stated above, "The point in doing the Garage Band recording is so that the students will present a poem in a way that makes sense to them; poetry is all about interpretation and justification." By taking a poem and analyzing it the students will develop a clear interpretation of the work; their task it to present it in a way that best reflects their beliefs.